• Quick retrieval from earlier learning (Topic sentences and paragraphs). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. ___ They can see in near darkness. Their soft feathers let them fly silently. Their sharp talons grip prey tightly. Which is the best topic sentence? (Some birds eat seeds. / I saw an owl once. / Owls are well equipped for hunting at night. / Owls are birds.) → Owls are well equipped for hunting at night.Prompt: What is the paragraph mostly about?
2. ___ First, gather your ingredients. Next, mix them in a large bowl. Finally, bake for twenty minutes. Which is the best topic sentence? (My aunt has an oven. / Bowls can be large or small. / Making muffins is simple if you follow three steps. / Muffins are delicious.) → Making muffins is simple if you follow three steps.Prompt: What is the paragraph mostly about?
3. ___ It gives pupils exercise. It teaches teamwork. It also helps them make friends. Which is the best topic sentence? (Football is played with a ball. / Teamwork is a word. / Some pupils prefer reading. / Playing a team sport has many benefits for pupils.) → Playing a team sport has many benefits for pupils.Prompt: What is the paragraph mostly about?

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Linking ideas across paragraphs (cohesion). Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Choose the linking word or phrase that fits best. Sharks have several rows of teeth. ___, they can lose a tooth and quickly replace it.
• Step 1: Adverbials such as however, for example, as a result and meanwhile make writing cohesive.
• Step 2: Put it back into the sentence and read it aloud: "Sharks have several rows of teeth. Consequently, they can lose a tooth and quickly replace it."
• Step 3: So the answer is: Consequently
• Answer: Consequently
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Choose the linking word or phrase that fits best. It rained all week. ___, the river burst its banks. (For example / In contrast / As a result / Meanwhile) → As a resultPrompt: How does the second sentence relate to the first: time, contrast, example or result?
2. Choose the linking word or phrase that fits best. We visited the castle in the morning. ___, we explored the woods. (However / Afterwards / For example / Therefore) → AfterwardsPrompt: How does the second sentence relate to the first: time, contrast, example or result?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Choose the linking word or phrase that fits best. Ali was chopping vegetables. ___, his sister laid the table. (Therefore / Meanwhile / For example / In conclusion) → MeanwhilePrompt: How does the second sentence relate to the first: time, contrast, example or result?
2. Choose the linking word or phrase that fits best. Sharks have several rows of teeth. ___, they can lose a tooth and quickly replace it. (Consequently / Firstly / For example / However) → ConsequentlyPrompt: How does the second sentence relate to the first: time, contrast, example or result?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-5.